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Determining Need for School-Based Physical Therapy Under IDEA: Commonalities Across Practice Guidelines.
1Apply EBP, LLC (Mr Vialu), New York, New York; Physical Therapy Department (Dr Doyle), New York City Department of Education, New York, New York.
Summary
The Individuals with Disabilities Education Act (IDEA) requires physical therapy (PT) but lacks specific guidance. This study identified seven commonalities in state guidelines for determining a student's need for school-based PT.
Area of Science:
- Education
- Public Health
- Special Education
Background:
- The Individuals with Disabilities Education Act (IDEA) mandates physical therapy (PT) as a related service for students with disabilities.
- Lack of specific federal guidance for school-based PT leads to inconsistent practices nationwide.
- Variations in PT service provision can impact educational access and outcomes for students.
Purpose of the Study:
- To identify common criteria used by states to determine a student's need for school-based physical therapy.
- To provide a foundation for consistent and equitable PT service delivery within the educational setting.
- To inform best practices for Individualized Education Program (IEP) teams regarding PT eligibility.
Main Methods:
- Analysis of 22 state and local education agency guidelines for school-based physical therapy.
- Qualitative review to identify recurring themes and commonalities in PT determination criteria.
- Synthesis of findings in relation to existing special education and PT literature.
Main Results:
- Seven key commonalities emerged across reviewed guidelines:
- Educational benefit, team-based decision-making, and the necessity of PT expertise.
- Requirement for an Individualized Education Program (IEP) goal before PT determination.
- Distinction between medical and educational PT, adverse educational impact of disability, and potential for student improvement.
Conclusions:
- The identified commonalities can serve as procedural requirements for determining PT needs.
- Applying these commonalities can enhance consistency and fairness in school-based PT services.
- These findings support the development of standardized approaches for IEP teams discussing PT eligibility.
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